Watercolor Unit Plan

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Watercolor Unit Plan Surrealism and Fauvism:

Watercolor Unit Plan Surrealism and Fauvism Julia Slipp EDSC 304

Content Standards Addressed:

Content Standards Addressed 1.0 ARTISTIC PERCEPTION 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination 1.4 Analyze and describe how the composition of a work is affected by the particular principle of design. 2.0 CREATIVE EXPRESSION 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. 2.5 Create an expressive composition, focusing on dominance and subordination 3.0 HISTORICAL AND CUTURAL CONTEXT 3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

Big Ideas:

Big Ideas Assignment: Imagine a moment in your life that made a large impact (birth of a sibling, achievement of a personal goal, the meeting of a beloved, feared or hated person in your life etc.) and then imagine a world where that event never occurred. Paint your future life without that said event. How would it be different from your life now? Unit goals: Students will develop their skills with Watercolor paint medium by completing various technique exercises. Students will study the Surrealism and Fauvism art movements: including their dates, significant artists, art pieces, and styles. Students must incorporate the use of symbols (Surrealism) and vivid color (Fauvism) to tell a story in their final painting. 21 st Century Skills: Apart from lecture, students must research the Surrealism and Fauvism art movements through texts found on the internet. Students will choose various art pieces from these times to use as reference or inspiration for their final pieces. The images will be found through links I provide including https://www.ranker.com/list/surrealism-paintings/reference http://www.theartstory.org/movement-surrealism.htm http://www.visual-arts-cork.com/history-of-art/fauvism.htm

Learning Objectives and Assessments:

Learning Objectives and Assessments Learning objectives Students will describe the use of the elements of art to express mood in the painting they create. They will plan and create a work that reflects complex ideas while solving visual art problems that involve the effective use of the principles of design. Students will be able to apply their knowledge of word origins to determine the meaning of the new words encountered in reading materials and use those words accurately. Assessments The rubric, and Final critique will measure whether the students have met the objectives. The rubric will show the main points/objectives of the lesson and will reflect individual performance. The final critique discussion will focus on content, material, and craftsmanship, along with how successful the students’ results are to them.

Learning Activities:

Learning Activities Watercolor Technique exercise Students will demonstrate their ability to produce 24 watercolor techniques including Flat Wash, Variegated wash, wet on wet, Dry brush, etc. This exercise will familiarize the students with the Watercolor medium so they are more comfortable using it when starting their painting. Surrealism and Fauvism Handout My connection involves showing students various works of art that fall under the Surrealism and Fauvism movements. My handout displaying these images will provide the definition, time period, and significance of each movement. I want students to compare and contrast each movement and to understand them enough to capture certain elements of each movement in their painting. There are questions on the worksheet that when answered will allow students to think deeper about the works as well as the limitless possibilities when approaching a visual arts problem in story-telling.

Choice of Topic:

Choice of Topic This assignment will allow students to expand upon their experiences with symbolism and expressive color in their artwork. By seeing various works from each of these movements, students will be encouraged to play with the infinite possibilities for telling a story through artwork, that go beyond life-like images. The use of symbolic imagery and varied line work evoke a response that I want students to attempt to evoke in their assignment. This connection will prompt students to expand their instinct to paint the first thing that comes to mind. By enabling planning pages and the connection to something in the students’ life that will reveal something about them (that may be personal,) students will have a deeper meaning behind their painting.